curricular development and alignment
design of skills-based assessments
regular communication with the student, her/his parents, and the student’s advisor regarding the student’s progress
one-on-one student tutorial as needed
weekly faculty and course team meetings
All teaching faculty have additional duties, including but not limited to serving as an advisor, chaperone at social events, committee member and an admissions interviewer. All of these support the well-being of our community and the growth of the individual student.
The ideal candidate
· finds resonance with The Bay School mission and philosophy
· possesses a Master’s degree or higher in mathematics, physics or chemistry
· has deep experience
o teaching mathematics, chemistry and physics
o using a constructivist pedagogy;
o working effectively with a range of students;
o thinking broadly and innovatively about math & science education–curriculum and pedagogy;
o weaving ethical and/or spiritual considerations into the curriculum and classroom;
· demonstrates variety and adaptability in teaching and assessment methods;
· values individual learning styles;
· brings a diversity of teaching and life experience;
· values collegial collaboration as a means to improve the curriculum and student experience as well as their own craft ;
· dedicates her/himself to anti-bias and equity work and understands both culturally responsive pedagogy and the social justice dimensions of math and science education;
· commits to pedagogy development, innovation, professional growth and reinvention;
· demonstrates a passion for subject matter as well as for teaching and learning;
· enjoys working with and inspiring high school learners.
If interested in the position, please send the items below to: email@example.com, attn: Lise Shelton, Dean of Faculty.
1) Cover letter describing your interest in the position as well as how you anticipate contributing to the school and to both the math and science teams
3) A lesson plan you’ve used in a previous course; make sure to indicate for what course the lesson was developed, for what age group the lesson was directed, and at what point in the course the lesson was used.